外研版初中英语八年级下册全册教案Word下载.docx
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Period1:
ListeningandVocabulary&
PronunciationandSpeaking
TeachingAimsandDemands:
1.Languageknowledge:
Keyvocabulary:
collect,collection,tidy,tidyup,doll,fan,stamp,untidy,least,takeup,allthetime,beinterestedin,interview
2.Listeningskill:
Tounderstandconversationsinvolvingtalkingaboutone’s(2’)
1.Greeting.Talkaboutthewintervacation.
Howwasyourwintervacations?
Whatdidyoudoduringthevacation?
Areyouinterestedin…?
Whatdidyourfathermotheroftendo?
Didthiswayshowthenewwords“stamp,doll,fan”.
3.Talkabouttheandcompletethechart.
3.Listentothetapeagainandanswerthequestionsaboutthetape.
WhydoesTony’smumwantandread(13’)
1.Showthefollowing.
Lingling’s.tickets
2.Listentothetapeoftheconversationandmatch.(Activity4)
3.Listenandrepeattheconversation.
4.GettowritedowntheanswersinActivity4.
5.Readtheconversationtogetherloudly.Showsomecomprehensionquestions.
WhatdoesLinglingneedtodo?
Andwhy?
WhatmadeSallysointerestedinmusic?
WhendidSallylesion?
WhatisSallygoingtoRadioBeijingtodo?
6.Readinagroupof3.
设计意图:
通过对话的听读操练,增强对目标语的输入,在大输入量的基础上,为后续的输出做准备。
匹配题和问题的设置帮助学生能较好的完成Activity4&
5。
Step5Who’swho?
(4’)
1.AsktheSstochooseacharacterfromtheconversation.
2.Workinpairs,geteachofthemtofindoutwhichcharacterthegroup?
(10’)
1.Dividetheclassroominto3or4groups.AsktheSsineachgrouptomakeconversationsonebyonetofindoutwhoisagoodfriendofthegrouplikefollowing:
4.Makesuretheonewhoabout.(TheSsmaysubstitutetheunderlinedpartswiththeirownneeds)
设计意图:
通过小组内对话,完成寻找好友这一任务,让学生运用有关“兴趣爱好”句型,在用中巩固。
非单调地反复,而是有意义地使用,体现“做中学”的理念。
通过让学生口头报告自已好友这一活动,让学生产生有意义的输出,并使语言的运用最终落实于篇章之中。
Homework
1.Writeacompositionaboutyourgoodfriend.
2.Oralwork:
ReadtheconversationofActivity3.
3.FinishActivity6onpage8.
Period2:
Vocabularyandreading
TeachingContent:
Vocabularyandreading
TeachingAimsandDemands:
Newwords:
as,mountain,volleyball,sailing,creative,lazy,useful,develop,skill,camp,aswellas,activity,suchas,workshop,professional,imagine,senior,teenage,teenager,comeout,result,asaresult,enjoyment,success,should
2.Readingskill:
(1).Getinformationaboutone’sreading.
(2).Improvethestudents’readingabilitytounderstandthepassage.
3.Attitudes:
Weshouldestablishgoodeachbikingbecauseitisexciting.
Manyteenagerslikereading.Becausetheythinkitisusefulandrelaxing.
利用学生所喜爱的猜测游戏,将学生导入篇章学习,激发学生对篇章的喜爱,同时对不同的兴趣爱好作简单评述,将生词教学放入适当语境之中,训练学生对生词的猜测技能,也为后续的篇章教学扫除词汇障碍。
Step2Talkabutthepairs,talkaboutthepictures.
通过半控制性的两人小组活动,进一步让学生操练对不同的兴趣爱好的评价,同时对生词行必要的巩固。
Step3Scanningandskimming(2’)
1.GettheSstoreadthepassageasquicklyaspossible.
2.Findout:
Whoseisthespecial(5’)
1.Presentsometrueorfalsequestionsaboutdetailedinformationfromthepassage.
DavidSmithlikeswriting.(T)
Helearnedwritingduringasummercampof2000.(T)
Therewasaprofessionalwriteronthecamp.(T)
Davidwroteastoryaboutsenior2003.(T)
Hisbookwasverypopular.(T)
Writingwasthefuture.(F)
2.Readthepassagebythemselves.Andasktofinishthetrueorfalseexercises.
3.Checktheanswerswiththewholeclass.
第二次阅读,旨在使学生掌握篇章是的细节信息,并通过正误判断题来检查学生对篇章的初步理解程度。
Step5Readingforcomprehension(15’)
1.GettheSstolistenandrepeatthepassagesimultaneously.
2.Presentthefollowingquestions:
听录音,意在防止和纠正学生在朗读过程中的语音错误。
第三次读篇章,意在对篇章加深理解。
Step6Readingforfurthercomprehension(5’)
1.GettheSstoreadthepassagetogetherloudly.
2.Discussthefollowingquestionsingroups.
WhatshouldwelearnfromDavid’sattitudetowardsthefuture?
GroupAFortheopinion
GroupBAgainsttheopinion
最后就David是否应继续他的写作作为辩论材料,让学生抒发对此类现象的不同感想,也可以此联系到“韩寒”现象所引起的盲从,引导学生理性地对待个人的兴趣爱好。
1.Writeashortpassage.Introduceyourownpage7.
3.Oralwork:
Readthepassage.
Period3:
Writing,Aroundtheworld&
ModuleTask
Writing&
Aroundtheworld&
ModuleTask
1.Writingskill:
Writeaboutone’saboutthechangingofdifferenttime.
SayinggoodbyetothebadorunhealthyandInteractiveapproachanddosomeexercises.
TeachingAids:
Multi-Media(Taperecorder,video,OHP,(5’)
1.Brainstorming.Presentthequestionsoneafteranother.
通过头脑风暴的形式,让学生复习课文中所学的重点单词。
在问答中复习,使学习更有意义,同时为下面的Writing做好准备。
Step2Writings